In order to make sure that your WebQuest stays aligned with your unit, you will need to copy and paste 3 things from your Stages 1 and 2 from Dr. Grace's wiki onto this page. (This will also help Dr. Theresa give you better feedback on your Intro, Task, and Conclusion.) Then you will write your first drafts of your Introduction and Conclusion.
G.R.A.S.P.S
Performance Task (Summary in G.R.A.S.P.S. form):(T)
Goal: Produce a narrative depicting a vivid account of an experience to sell for profit. Role: A starving, self-absorbed, author living in the city who is hard-up for money. Audience: The Cat In The Dark Publishing Company, experts in the realm of narratives. Situation: You are unbelievably strapped for cash and need to create an epic piece. Product/Presentation: You must create a piece depicting an event in your life riveting enough that The Cat In The Dark would choose to publish over any and all other submissions that they view. Standards (Criteria from both rubrics - product and presentation): Product (Writing Process 10%, Creativity 15%, Organization 30%, Setting 25%, Title 10%, Spelling and Punctuation 10%); Presentation (Preparedness 10%, Enthusiasm 25%, Comprehension 15%, Listens to Other Presentations 15%, Time-Limit 15%, Stays On Topic 20%)
Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):
Other Evidence(OE)
•Blog: Students write brief versions of or sections from their narratives using one isolated technique at a time.
•Google Docs: Students post drafts to Google Docs/Drive and collaborate with both teachers and peers for contingent and specific feedback.
•Comic Life: Students will create a ComicLife depicting the major events from their piece in chronological order.
•Story Pitch: Students will produce a pitch for a game/book/movie that touches on the events of their piece in an enticing way.
•Glogster: Students read a scene to a partner who draws how they are visualizing it. The images are then posted alongside the text on Glogster along with a drawing review from the author.
•Podcast: Students create a comparison review of mentor texts with emphasis on what made the accounts vivid/clear (or not.)
Understanding(s)
• Why use a variety of techniques in a narrative?
• How can a variety of techniques be used to build a coherent sequence of events?
• How can precise word choice, telling details, and sensory language be used to produce a vivid account?
Introduction
Everyone has a story. You, my friend, are no exception. Everything from a carefully crafted song to a scribbled out shopping list tells a tale of some sort and they all deserve, and some even demand, their air time. Though each and every story is different, one thing remains constant-- the more riveting the tale is, the more interested the audience is, and the better the story is received. With that in mind, brace yourself, because it's time to tell yours.
Task
Life as an artist is tough. You are a self-obsessed author living alone in the city. The cost of living is high and only getting higher and it’s time to make some money. In fact, it’s far beyond that time, as you have about drained your savings and are far too independent to ask for help (not that many would be quick to come to your aid; you’re far too focused on yourself. Oh, you.) Since you are the center of your own universe, and the best author of that universe, you have decided it’s time for you to write your greatest work yet, your swan song… a story about yourself. This can’t be just any piece, it needs to be amazing, as to accurately reflect you. You need to produce a vivid account of an event of your life that is so riveting that the publishing company, Cat In The Dark, wouldn’t even consider choosing to publish any piece over yours (not that they would, of course.) The tale can be real or imagined, it’s not like they would know the difference anyway (and you’re wonderful enough to accomplish anything if you try, so it would be basically true) it just needs to be vivid and follow a logical sequence of events. You need large sums of cash, and time is constantly fleeting, so all that remains between here and your writing is deciding exactly which epic tale it is you wish to tell.
Conclusion
Congratulations on your publication! How does it feel to have your story told? Any more significant? Stories are constantly being told, exchanged, changed, and sold, and yours is now a part of that transfer. So what now? Keep telling tales, continue writing, and always get your stories out there to contribute to the collective unconscious. After all, language is one of few things that separates us from the animals, so it is an ability I humbly challenge you to exercise.
Performance Task (Summary in G.R.A.S.P.S. form):(T)
Goal: Produce a narrative depicting a vivid account of an experience to sell for profit. Role: A starving, self-absorbed, author living in the city who is hard-up for money. Audience: The Cat In The Dark Publishing Company, experts in the realm of narratives. Situation: You are unbelievably strapped for cash and need to create an epic piece. Product/Presentation: You must create a piece depicting an event in your life riveting enough that The Cat In The Dark would choose to publish over any and all other submissions that they view. Standards (Criteria from both rubrics - product and presentation): Product (Writing Process 10%, Creativity 15%, Organization 30%, Setting 25%, Title 10%, Spelling and Punctuation 10%); Presentation (Preparedness 10%, Enthusiasm 25%, Comprehension 15%, Listens to Other Presentations 15%, Time-Limit 15%, Stays On Topic 20%)
Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):
Other Evidence(OE)
•Blog: Students write brief versions of or sections from their narratives using one isolated technique at a time.
•Google Docs: Students post drafts to Google Docs/Drive and collaborate with both teachers and peers for contingent and specific feedback.
•Comic Life: Students will create a ComicLife depicting the major events from their piece in chronological order.
•Story Pitch: Students will produce a pitch for a game/book/movie that touches on the events of their piece in an enticing way.
•Glogster: Students read a scene to a partner who draws how they are visualizing it. The images are then posted alongside the text on Glogster along with a drawing review from the author.
•Podcast: Students create a comparison review of mentor texts with emphasis on what made the accounts vivid/clear (or not.)
Student Self-Assessment and Reflection
Self-Assessment(SA)
•Preassessment: Survey Says: Poll students electronically on prior knowledge of narrative techniques, coherent timelines, and vivid accounts.
•Checking For Understanding: Decisions, Decisions; Clickers; Flag it; Timed Pair Share; Rubric; Example/Non-Example.
•Timely Feedback: Self, peer, teacher.
Performance Task (Summary in G.R.A.S.P.S. form):(T)
G.R.A.S.P.S
Role: A starving, self-absorbed, author living in the city who is hard-up for money.
Audience: The Cat In The Dark Publishing Company, experts in the realm of narratives.
Situation: You are unbelievably strapped for cash and need to create an epic piece.
Product/Presentation: You must create a piece depicting an event in your life riveting enough that The Cat In The Dark would choose to publish over any and all other submissions that they view.
Standards (Criteria from both rubrics - product and presentation): Product (Writing Process 10%, Creativity 15%, Organization 30%, Setting 25%, Title 10%, Spelling and Punctuation 10%); Presentation (Preparedness 10%, Enthusiasm 25%, Comprehension 15%, Listens to Other Presentations 15%, Time-Limit 15%, Stays On Topic 20%)
•Google Docs: Students post drafts to Google Docs/Drive and collaborate with both teachers and peers for contingent and specific feedback.
•Comic Life: Students will create a ComicLife depicting the major events from their piece in chronological order.
•Story Pitch: Students will produce a pitch for a game/book/movie that touches on the events of their piece in an enticing way.
•Glogster: Students read a scene to a partner who draws how they are visualizing it. The images are then posted alongside the text on Glogster along with a drawing review from the author.
•Podcast: Students create a comparison review of mentor texts with emphasis on what made the accounts vivid/clear (or not.)
Understanding(s)
• Why use a variety of techniques in a narrative?
• How can a variety of techniques be used to build a coherent sequence of events?
• How can precise word choice, telling details, and sensory language be used to produce a vivid account?
Introduction
Everyone has a story. You, my friend, are no exception. Everything from a carefully crafted song to a scribbled out shopping list tells a tale of some sort and they all deserve, and some even demand, their air time. Though each and every story is different, one thing remains constant-- the more riveting the tale is, the more interested the audience is, and the better the story is received. With that in mind, brace yourself, because it's time to tell yours.Task
Life as an artist is tough. You are a self-obsessed author living alone in the city. The cost of living is high and only getting higher and it’s time to make some money. In fact, it’s far beyond that time, as you have about drained your savings and are far too independent to ask for help (not that many would be quick to come to your aid; you’re far too focused on yourself. Oh, you.) Since you are the center of your own universe, and the best author of that universe, you have decided it’s time for you to write your greatest work yet, your swan song… a story about yourself. This can’t be just any piece, it needs to be amazing, as to accurately reflect you. You need to produce a vivid account of an event of your life that is so riveting that the publishing company, Cat In The Dark, wouldn’t even consider choosing to publish any piece over yours (not that they would, of course.) The tale can be real or imagined, it’s not like they would know the difference anyway (and you’re wonderful enough to accomplish anything if you try, so it would be basically true) it just needs to be vivid and follow a logical sequence of events. You need large sums of cash, and time is constantly fleeting, so all that remains between here and your writing is deciding exactly which epic tale it is you wish to tell.Conclusion
Congratulations on your publication! How does it feel to have your story told? Any more significant? Stories are constantly being told, exchanged, changed, and sold, and yours is now a part of that transfer. So what now? Keep telling tales, continue writing, and always get your stories out there to contribute to the collective unconscious. After all, language is one of few things that separates us from the animals, so it is an ability I humbly challenge you to exercise.Role: A starving, self-absorbed, author living in the city who is hard-up for money.
Audience: The Cat In The Dark Publishing Company, experts in the realm of narratives.
Situation: You are unbelievably strapped for cash and need to create an epic piece.
Product/Presentation: You must create a piece depicting an event in your life riveting enough that The Cat In The Dark would choose to publish over any and all other submissions that they view.
Standards (Criteria from both rubrics - product and presentation): Product (Writing Process 10%, Creativity 15%, Organization 30%, Setting 25%, Title 10%, Spelling and Punctuation 10%); Presentation (Preparedness 10%, Enthusiasm 25%, Comprehension 15%, Listens to Other Presentations 15%, Time-Limit 15%, Stays On Topic 20%)
•Google Docs: Students post drafts to Google Docs/Drive and collaborate with both teachers and peers for contingent and specific feedback.
•Comic Life: Students will create a ComicLife depicting the major events from their piece in chronological order.
•Story Pitch: Students will produce a pitch for a game/book/movie that touches on the events of their piece in an enticing way.
•Glogster: Students read a scene to a partner who draws how they are visualizing it. The images are then posted alongside the text on Glogster along with a drawing review from the author.
•Podcast: Students create a comparison review of mentor texts with emphasis on what made the accounts vivid/clear (or not.)
•Checking For Understanding: Decisions, Decisions; Clickers; Flag it; Timed Pair Share; Rubric; Example/Non-Example.
•Timely Feedback: Self, peer, teacher.